Separate Science Off to 1hr 45 mins - The Prescot School

Chemical changes; and Energy changes.
Biology Paper 2
Physics Paper 1
Chemistry Paper 1
C2: The rate of chemical change; Organic chemistry; Chemical analysis;
Chemistry of the atmosphere; and Using resources.
B2: Homeostasis and response; Inheritance, variation and
evolution; and Ecology.
Bioenergetics.
P1: Energy; Electricity; Particle model of matter; and Atomic structure.
P2: Forces; Waves; and Magnetism and electromagnetism
(Plus Space for Separates)
Students revision should be ongoing throughout the GCSE, completing their daily goal on
Tassomai 4 times a week
Bio: Reproduction Chem: Electrolysis &
Phys: Radioactivity
equilibrium Phys: Forces
Chemistry Phys: Motion
Bio: Biodiversity Chem: Using Earths resources
Phys: Light & Space
Bio: Ecology & ecosystems Chem: Earths atmosphere Phys: Waves & EM waves
Bio: Disease Chem: Structures &
provided
provided
SKOs form the basis of all homework to embed core
knowledge in long term memory throughout the journey
Spring 1
assessment
photosynthesis
helped shape our world
5747
8
17
The Prescot School Subject Overview for
Science: Yr7 1 Course/Subject introduction
Throughout the year a series of units are delivered that will build on students’ knowledge from primary school and help them to develop their understanding of the
core fundamentals in Science. Students study one scientific discipline (Biology,
Chemistry or Physics) every half term so that they can fully immerse themselves in the
topic. There is a focus throughout every unit to build core knowledge and develop
scientific skills through practical work. As such every unit will have a Subject Knowledge
Organiser (SKO) and a required practical activity. Students are assessed on both an end
of unit assessment and on the required practical each half term.
2 Course/Subject structure
Term 1
Half term: Autumn 1. Students complete a transition unit looking at
scientific skills. They complete practical investigations to learn how to
safely and accurately carry out experiments in a laboratory. We also
aim to engage students love for Science by studying Space!
Half term: Autumn 2. Students study the fundamentals of Chemistry
completing the topic: Particles and separating substances. Required
practical: Solubility.
Term 2
Half term: Spring 1. Students study the fundamentals of Biology
completing the topic: Cells and reproduction. Required practical:
Gestation periods.
Half term: Spring 2. Students study the fundamentals of Physics
completing the topic: Forces & Motion. Required practical: Friction.
Term 3 Half term: Summer 1. Students study the topic elements, atoms and
reactions where we first introduce them to the Periodic Table and
Director of Science:
Mr T Gregory
some exciting experiments. Required practical: Burning fuels
Half term: Summer 2. Students build on their knowledge from the
primary curriculum studying ecology, looking at food chains, evolution
and extinction. Required practical: Quadrat sampling.
3 Recommended texts or websites to support home learning
www.quizlet.com - use the QR code on your SKO to take you to the flash cards you
want to study and learn the core knowledge by playing the games
www.bbc.co.uk/bitesize - navigate to KS3 Science for useful videos, information and
quizzes
www.senecalearning.co.uk – filter topics by age group ‘Key Stage 3’, then subject
‘Science’, you can then select the topic you want to study
We cover the KS3 National Curriculum so any revision guide that you find useful will be
appropriate.
4 Specialist equipment/materials required if applicable.
In class we recommend that every pupil has at least a pen, green pen, pencil, 15cm
ruler and calculator; if possible a Casio scientific calculator as recommended and used by
the Maths department.
Throughout the year a series of units are delivered that will build on students’ knowledge from year 7. Students will continue to be introduced to new areas of science
but also will start to study some scientific principles in more depth. Students therefore
will continually review previous learning from year 7 to help them build their overall
scientific understanding. There is a focus throughout every unit to build core knowledge
and develop scientific skills through practical work. As such every unit will have a
Subject Knowledge Organiser (SKO) and a required practical activity. Students are
assessed on both an end of unit assessment and on the required practical each half
term.
Term 1
Half term: Autumn 1. Students look at one of the key principles in
Physics studying the topic Energy. They look at methods of energy
transfer and also renewable and non-renewable energy sources for our
lives. Required practical: Insulation and heat loss.
Half term: Autumn 2. A fascinating topic this half term as we start to
look at Human Body Systems. We look at digestion, the lungs, muscles
and the effect of smoking, drugs and alcohol. Required practical:
Reaction times.
Term 2
Half term: Spring 1. Students build on their knowledge from year 7 as
we look a little closer at the Periodic table whilst carrying out
experiments with different elements. Required practical: Reactivity of
metals.
Half term: Spring 2. A hands on unit looking at Electricity &
Mr T Gregory
knowledge from primary school. Required practical: Electromagnets.
Term 3
Half term: Summer 1. Students build on their knowledge of chemical
reactions from year 7 and study Acids & Alkalis, and how they around
us and useful in everyday life. Required practical: Testing pH.
Half term: Summer 2. The phenomena of Waves is studied through the
appreciation of light and sound. Students study the properties of waves
and application to everyday life looking at the eye, colour, echoes and
ultrasound. Required practical: Reflection
quizzes
appropriate.
Students build on their knowledge from year 7 and 8 and begin to develop a deeper
understanding of scientific phenomena. Retrieval of previous content studied is essential
so that they can link ideas together and form a better holistic understanding. This is an
important year to embed the fundamentals of each scientific discipline to set them up
for GCSE science in year 10.
Term 1
Half term: Autumn 1. Students start the year with a Physics topic
looking at forces and motion. Students will study speed, pressure and
turning forces. Required practical: Calculating speed
Half term: Autumn 2. Students build on their knowledge from earlier
years and study Cells & Organisation, including the use of stem cells.
Required practicals: Microscopes and osmosis.
Term 2
Half term: Spring 1. Students review and then deepen their
understanding of Energy, a core principle in Physics. They study
conduction, convection and radiation as well as the world’s energy
issues. Required practicals: Radiation and absorption.
Half term: Spring 2. Students study two of the most important
reactions that keep the world going, respiration and photosynthesis.
Required practicals: Food tests, enzymes and photosynthesis.
Term 3
Half term: Summer 1. Students review and build on previous year’s knowledge studying atomic structure and the periodic table. The most
important and fundamental knowledge in Chemistry. Required
practicals: Chromatography and distillation
Number of lessons per
fortnight for Yr9: 8
Half term: Summer 2. A Biology topic studying health and disease.
Students will study bacteria, viruses, fungi; how the body defends
against disease as well as vaccines and medicine. Required practical:
Growing bacteria.
quizzes
appropriate. AQA GCSE revision guides will also start to become useful in year 9 to set
them up ready for the GCSE.
Most students will complete the AQA Trilogy science qualification. They will still study
Biology, Chemistry and Physics with the combined marks gaining two GCSEs in science.
Some students will complete the AQA Separate Sciences gaining three GCSEs, one in
each scientific discipline, these students will have an additional 5 hours of science lessons
per fortnight. You can go on to study science courses post 16 with both of these options.
Some students will initially complete the AQA Entry Level Certificate (ELC) alongside
the Trilogy. In all courses we will continue to build on previous knowledge and deepen
students understanding of scientific ideas from previous years.
Term 1
Half term: Autumn 1. We will assess students’ knowledge following a
long period of not being in school. As such we will recap learning on
cells and build on this with new information on plant and animal
organisation. We will also recap atomic structure and bonding and
begin to study electrolysis and chemical analysis.
Separates Bio: Cells & organisation Chem: Atoms, periodic table and
bonding Phys: Electricity and magnetism.
ELC: Elements, compounds and mixture.
Half term: Autumn 2. Students build on previous work on Electricity
and Magnetism, building circuits and looking at electricity in the home
as well as electromagnets. Required practicals: resistance of a wire and
characteristics of circuit components.
chemical calculations Phys: Electromagnetism.
ELC: Energy, forces and the structure of matter.
Term 2 Half term: Spring 1. Building on previous learning of cells, we study
Mr T Gregory
reproduction and genetics. We study the inheritance of features and
apply this to the theory of evolution.
Separates Bio: Reproduction Chem: Chemical change Phys: Molecules &
matter.
ELC: Environment, evolution and inheritance.
Half term: Spring 2. An exciting half term in Chemistry looking at
chemical reactions. Students will study chemical and energy changes
and measure the rates of chemical reactions.
Required practicals: Making salts, energy changes in reactions and the
effect of concentration on rate of reaction.
Separates Bio: Variation & evolution Chem: Energy changes Phys:
Radioactivity.
Term 3
Half term: Summer 1. Students study energy and waves. We look at
molecules and matter, radioactivity, waves and the electromagnetic
spectrum. Required practicals: Density of objects, waves in water,
reflection and refraction of light.
Separates Bio: Genetics & evolution Chem: Rates or reaction &
equilibrium Phys: Forces in balance.
ELC: Electricity, magnetism and waves.
Half term: Summer 2. Students will study two of the most important
chemical reactions; respiration and photosynthesis as well as looking at
the nervous system and hormones in the body. Required practicals: the
effect of light intensity on photosynthesis and, reaction time.
Separates Bio: The human nervous system Chem: Crude oil & fuels and
chemical analysis Phys: Motion.
www.tassomai.com - this website can be downloaded as an app on students phones.
This will form the basis of their ongoing revision for Science. The app tracks students’ knowledge and quizzes them on all of the content for GSCE science. They should aim to
complete their daily goal on Tassomai at least 4 times a week.
www.bbc.co.uk/bitesize - navigate to GCSE Science for useful videos, information and
quizzes
The AQA GCSE series from Oxford Revise have an excellent combination of revision
materials and exam practise questions.
Most students will be completing the AQA Trilogy science qualification following on from
year 10. They will still study Biology, Chemistry and Physics with the combined marks
gaining two GCSEs in science. Some students will be completing the AQA Separate
Sciences gaining three GCSEs, one in each scientific discipline. These students will have
an additional 6 hours of science lessons per fortnight. You can go on to study science
courses post 16 with both of these options.
All students will sit 6 exams in the summer. 2 Biology, 2 Chemistry and 2 Physics.
Exams will last 1 hour 15 minutes for Trilogy and 1 hour 45 minutes for Separate
Sciences. They will consist of multiple choice as well as short and long answer questions.
This year students will be on a rotation between specialist Biology, Chemistry and
Physics teachers to ensure they cover the whole course content following the long
absence from school. Students therefore may not follow the order of content shown
below.
Revision sessions will be held every week after school on a Monday night in the science
department.
reproduction, variation, genetics and evolution, adaptations,
interdependence and competition, ecosystems and biodiversity.
Required practicals: population sizes.
Separates Bio: Homeostasis and reproduction Chem: Crude oil and fuels
Phys: Forces & motion and pressure
Half term: Autumn 2. Chemistry – student study: crude oil and fuels,
Mr T Gregory
practicals: water analysis and chromatography.
Separates Bio: Variation, genetics & evolution Chem: Organic reactions
Phys: Waves and the electromagnetic spectrum
Term 2
Half term: Spring 1. Physics – students study: motion, forces, waves,
the electromagnetic spectrum and electromagnetism. Required
practicals: Reflection and refraction of light, force and acceleration,
Hooke’s law and waves in water.
Separates Bio: Ecology & biodiversity Chem: Polymers Phys: Light,
electromagnetism and space
Half term: Spring 2. Students will now revise for all of the content of
the GCSE. Teachers will use internal data assessments and the mock
exams to personalise revision for students to prepare them for their
exams.
Term 3 Students will continue to revise all subject content and be sitting their
GSCE exams during this term.
www.tassomai.com - this website can be downloaded as an app on students phones.
This will form the basis of their ongoing revision for Science. The app tracks students’ knowledge and quizzes them on all of the content for GSCE science. They should aim to
complete their daily goal on Tassomai at least 4 times a week.
www.bbc.co.uk/bitesize - navigate to GCSE Science for useful videos, information and
quizzes
The AQA GCSE series from Oxford Revise have an excellent combination of revision
materials and exam practise questions.
Year 10 Autumn 1 Autumn 2 Spring 1
Spring 2 Summer 1 Summer 2
Theme if applicable Recovery and Review:
B1 Cell structure and transport B2 Cell division B3
Organisation &The digestive system New content: B4
Organising animals and plants
Mitosis
The respiratory system
The circulatory system
Aerobic respiration
Anaerobic respiration
Exercise and how the human body reacts to the increased demand for energy
Metabolism
Meiosis
Mitosis
Protein synthesis
The nervous system
How the structure of the nervous system is adapted to its functions.
The brain and the eye
Application of skills and concepts
Investigations:
Microscopes
Osmosis
test for a range of carbohydrates, lipids and proteins.
Evaluate the practical risks and benefits, as well as social and ethical issues, of the use of stem cells Evaluate risks related to use of blood products.
Investigations: Required practical:
investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed.
Effect of exercise on heartrate and breathing
Applications to sports science
Interpret information about genetic engineering and to make informed judgements about issues concerning cloning and genetic engineering
Understand how scientific methods and theories develop over time.
Investigations: Required Practical:
plan and carry out an investigation into the effect of a factor on reaction time.
Evaluate the benefit and risks of procedures carried out on the brain and nervous system.
Year
Prior knowledge revisited
KS3 cells, specialised cells. Body systems, organ systems and nutrient extraction from food. Dietary requirements and the use in the body of different nutrients.
KS3 Human body systems. Respiration and photosynthesis
KS3 inheritance, reproduction, specialised cells
KS3 inheritance, reproduction, specialised cells, evolution and extinction from KS3
KS3 inheritance, reproduction, specialised cells, evolution and extinction KS3 ecology topic
KS3 Human body systems – organ systems and specialised cells
Theme if applicable (B12 Homeostasis in action)
(B13 Reproduction)
The function of kidneys
Protein synthesis
Transfer of biomass
The Carbon cycle
Global warming
Food security
Farming techniques
All of GCSE chemistry concepts to be revised. Lesson content and revision based on mock and in class assessment data to meet the needs of the group and individuals
Study leave
Evaluate the advantages and disadvantages of treating organ failure by mechanical device or transplant. Modelling behaviour of chromosomes during meiosis.
Interpret information about genetic engineering and to make informed judgements about issues concerning cloning and genetic engineering Understand how scientific methods and theories develop over time.
Investigations: Required Practical:
measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species.
Explain how waste, deforestation and global warming have an impact on biodiversity.
AO2/3 exam style questions
KS3 Human body systems – organ systems and specialised cells KS3 inheritance, reproduction, specialised cells, evolution and extinction
KS3 inheritance, reproduction, specialised cells, evolution and extinction from KS3 KS3 inheritance, reproduction, specialised cells, evolution and extinction KS3 ecology topic
KS3 inheritance, evolution and extinction KS3 ecology topic – food webs and chains, interdependence KS3 ecology topic
All GCSE Biology to be reviewed and revised for summer exams
Study leave Study leave
SEN consideration Pupils are set according to ability and follow a route through the SoW that is best suited for their needs TA’s are kept up to date with schemes and lessons are discussed in advance with TA’s supporting individual pupils. Communication and interaction: activities to support speech and language / communication needs / autism and Asperger’s Cognition and learning: Activities to support MLD / dyslexia / dyspraxia / dyscalcula Social, emotional and mental health: activities or suggestions to support ADHD / Attachment disorder Sensory and physical needs: suggestions to accommodate hearing / visual impairment / physical disability / sensory integration difficulties
Stretch and challenge Content in all of the GCSE is split into Foundation and Higher tier. All students studying GCSE separate science Chemistry will be pushed for the higher tier papers and be stretched with answering the grade 8/9 questions. Level 3 questions off Exampro from AQA will be used during lesson to extend and challenge students.
Engagement of groups of learners (Boys/PP/LAC)
No opt out approach to questioning. Cold calling to ensure everyone is taking an active part in the lesson.
Build confidence of all learners through use of SKO so students can engage with all curriculum
Low stakes testing and use of Quizlet provides competitive approach to learning where appropriate
Stretch and challenge opportunities available in every unit with higher tier content
Use of practical activities and exciting demos for engagement
Links in schemes to everyday life to show how the science being learnt effects the world around us
Communication Reading, writing and oracy.
All staff to promote and encourage scientific literacy to all groups and abilities.
Use of SKO to build and test tier 3 words
When giving explanations to answers in writing staff are to ensure that pupils use the key vocab and follow the literacy non-negotiables. Spellings corrections for science key words should be identified and pupils make the necessary corrections. Writing out correct spellings of key scientific words three times.
Numeracy Numeracy is embedded throughout the curriculum and every opportunity should be taken for teachers to develop the cross curricular links of maths/numeracy.
The numeracy non-negotiables must be followed along with the development of science specific skills
Assessment Weekly knowledge quizzes to practice retrieval of core content
Unit assessment to be carried out after each unit has been completed.
Required practicals throughout scheme should be assessed by class teacher
Homework tasks / SKO Use of SKO for homework
Tassomai should be completed and checked by class teacher regularly
Class teacher to set any additional homework for pupils each half term.
Broadening Horizons EG. SMSC/BV, Cultural opportunities, Careers, Speakers, Shows, Experiments, Investigations, Clubs, Visits
Lunchtime Tassomai club available to enable access for all pupils Science ambassadors – students can volunteer to help with the KS3 STEM club Curriculum drop down weeks routinely held each term Science assemblies throughout the year – Space week, British Science Week Links to everyday life highlighted throughout the schemes so students see how what they are studying effects the word around them Opportunities taken throughout the scheme to introduce students to the key scientists who shaped the scientific world we know Opportunities taken to show how science will affect the world in the future
Year
Theme if applicable Recovery curriculum Review of C1 Atomic
structure C2 The Periodic Table C3
Structure and Bonding
C5 Chemical Changes
C7 Energy changes C8 The rate and extent of chemical change
C9 Crude Oil and fuels
Key skills and concepts Structure & history of the atom
Mendeleev’s periodic table
Alkali vs transition metals
Properties relating to structure
Use reaction profiles to identify reactions as exothermic or endothermic.
Explain the energy needed for a reaction to occur and calculate energy changes.
Bond energy calculations
Application of skills and concepts
Development of the atom. Scientist’s developments on the atom. Visulise 2 and 3d images Understanding the development of the PT Properties and explanations of the different types of bonding (Ionic, covalent and metallic) Cross and dot diagrams Ionic transfer diagrams
Investigations: Electrolysis of
Electrolysis of brine Numeracy and mathematical skills Calculating RFM, RAM, % in compound, percentage yield, and moles and volumes. Balancing equations Conservation of mass
Investigations:
Required Practical:
Titrations Numeracy and mathematical skills calculating energy changes. Plotting and interpreting data form practical investigations Use scientific theories and explanations to develop hypotheses
Investigations:
Application of exothermic and endothermic reactions. Use scientific theories and explanations to develop a hypothesis.
Investigations:
Effect of surface area on rate of reaction
Required Practical:
Calculating Rates. Draw and interpret graphs.
Investigations:
Distillation
Burning fuels Application of pollutants effect on the environment. Justifying the use of different fuels Writing and balancing word and symbol equations
KS3 Elements, compounds, mixtures The periodic table, groups, properties of
Key retrieval unit. Brings in all of the previous content on atoms, ions, bonding, properties
Investigating acids and alkalis, pH scale Metals and their properties
Chemical reactions from KS3
Chemical reactions from KS3
Year
The periodic table, Calculating protons, neutrons and electrons Charges and masses of sub atomic particles
Electricity
Theme if applicable C9 Crude Oil and fuels
C10 Organic reactions
Retrieval and revision
Crude oil
Fractional distillation
Amino acids
Study leave
Investigations:
Distillation
Burning fuels Application of pollutants effect on the environment. Justifying the use of different fuels Writing and balancing word and symbol equations
Investigations:
Identifying and naming complex organic compounds Application of knowledge of bonding to more complex compounds
Properties of polymers and materials based on structures formed. Application of monomer to polymer Writing word and symbol equations for polymerisation
Combustion reactions from KS3 Structures and properties, C3 chapter
Structures and properties, C3 chapter pH and what makes something an acid
Organic compounds and intermolecular forces. Properties from structures and bonding Alkenes, crude oil and fuels. DNA link with Biology
All GCSE content to be revised
Study leave
SEN consideration Pupils are set according to ability and follow a route through the SoW that is best suited for their needs TA’s are kept up to date with schemes and lessons are discussed in advance with TA’s supporting individual pupils. Communication and interaction: activities to support speech and language / communication needs / autism and Asperger’s
Year
Cognition and learning: Activities to support MLD / dyslexia / dyspraxia / dyscalcula Social, emotional and mental health: activities or suggestions to support ADHD / Attachment disorder Sensory and physical needs: suggestions to accommodate hearing / visual impairment / physical disability / sensory integration difficulties
Stretch and challenge Content in all of the GCSE is split into Foundation and Higher tier. All students studying GCSE separate science Chemistry will be pushed for the higher tier papers and be stretched with answering the grade 8/9 questions. Level 3 questions off Exampro from AQA will be used during lesson to extend and challenge students.
Lunchtime Tassomai club available to enable access for all pupils Science ambassadors – students can volunteer to help with the KS3 STEM club Curriculum drop down weeks routinely held each term Science assemblies throughout the year – Space week, British Science Week Links to everyday life highlighted throughout the schemes so students see how what they are studying effects the word around them Opportunities taken throughout the scheme to introduce students to the key scientists who shaped the scientific world we know Opportunities taken to show how science will affect the world in the future
Year
Theme if applicable P4 Electric circuits P5 Electricity in the home
P15 electromagnetism P6 Molecules and
matter
Ohm’s law
Simple I-V graphs
Three pin plug
Power and costs
Magnets and electromagnets
The motor effect, generator effect, electric motors, loud speakers and Fleming’s left hand rule.
Induced potential, transformers and the national grid.
The particle model
States of matter
Changes of state
Nuclear equations.
Nuclear fission and fusion.
Different types of forces
Centre of mass
Moments and equilibrium
Newton’s first law
Forces and motion
Investigations:
I–V characteristics of a variety of circuit element
Lots of application to everyday life. Devices that students use, wiring at home, links to electricians with wiring a plug
Investigations:
Investigations:
Density of regular and irregular objects.
Understand how scientific methods and theories develop over time. Using models
Understand how scientific methods and theories develop over time. Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences.
Investigations:
See-saws
Gradients and weights
Algebra – changing the subject and substitution. Apply principles of moments to determine if an object is in equilibrium Calculating component forces Using SI prefixes and standard form
Investigations:
Calculating speed Algebra – changing the subject and substitution. Using tangents on a graph to determine speed on distance-time graphs
KS3 electricity units. Symbols, circuits, series and parallel, measuring current and voltage in circuits, resistance
KS3 electricity and magnetism unit. Electromagnets
States of matter from KS3
Atomic structure from chemistry KS3.
Forces KS3. Arrows to represent and come in interaction pairs. Resultant forces
Speed = distance / time KS3 Forces unit KS3
Year
Theme if applicable P10 & P11 Forces, motion,
pressure P12 Waves and the EM
spectrum
Space
nd and 3
Momentum
Forces and breaking distance
Different types of waves
Applications for EM spectrum
Light
Black body radiation,
Magnets and electromagnets
The motor effect, generator effect, electric motors, loud speakers and Fleming’s left hand rule
Induced potential, transformers and the national grid
Solar system, planets, stars, life cycle of stars, orbital motion, red shift of galaxies, origins of the universe.
Study leave
Investigations:
Required practical:
Investigations:
Ripple tank, measuring wave properties
Sound waves and applications of waves. Electromagnetic waves, EM spectrum and its properties, applications
Investigations:
Drawing charge fields
KS3 Forces unit. Hooke’s law. Reactions times link to biology (nervous system)
KS3 sound and light waves, reflection and refraction.
KS3 light reflection and refraction. KS3 electricity and magnetism unit. Electromagnets. KS3 space.
Study leave
SEN consideration Pupils are set according to ability and follow a route through the SoW that is best suited for their needs TA’s are kept up to date with schemes and lessons are discussed in advance with TA’s supporting individual pupils. Communication and interaction: activities to support speech and language / communication needs / autism and Asperger’s Cognition and learning: Activities to support MLD / dyslexia / dyspraxia / dyscalcula Social, emotional and mental health: activities or suggestions to support ADHD / Attachment disorder Sensory and physical needs: suggestions to accommodate hearing / visual impairment / physical disability / sensory integration difficulties
Stretch and challenge Content in all of the GCSE is split into Foundation and Higher tier. All students studying GCSE separate science Physics will be pushed for the higher tier papers and be stretched with answering the grade 8/9 questions. Level 3 questions off Exampro from AQA will be used during lesson to extend and challenge students.

Separate Science Off to 1hr 45 mins - The Prescot School

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